Inclusion of children with autism spectrum in the classroom: challenges and family perspectives
The article analyzes the meanings attributed by parents of children diagnosed with Autistic Spectrum Disorder to their children's entry into regular education in Barbacena-MG, especially in terms of psychosocial aspects. Methodologically demarcated as qualitative, the application of 12 semi-str...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Nove de Julho (UNINOVE) |
| Repositorio: | Cadernos de Pós-Graduação (São Paulo. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.uninove.br:article/20650 |
| Acceso en línea: | https://periodicos.uninove.br/cadernosdepos/article/view/20650 |
| Access Level: | acceso abierto |
| Palabra clave: | autism family school inclusion autismo família inclusão escolar |
| Sumario: | The article analyzes the meanings attributed by parents of children diagnosed with Autistic Spectrum Disorder to their children's entry into regular education in Barbacena-MG, especially in terms of psychosocial aspects. Methodologically demarcated as qualitative, the application of 12 semi-structured questionnaires, together with the search in the relevant literature, provided the contribution of this work. The analysis showed that the perception of parents emerges that the school space is not able to receive their children, without professionals capable of meeting their demands and peculiarities, limiting equity in education. It is concluded that their representations are polysemy about this insertion and centered on what is found in the media, especially through informal, routine, everyday communication. After collecting the data, it was revealed the need for a denser and more detailed analysis of this phenomenon, together with the speeches by the respondents. |
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